A Great Start for All Queensland Children - An early years plan for Queensland - Department of ...
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Afor AllGreat Start
Queensland Children
An early years plan for QueenslandAcknowledgement of country The Queensland Government acknowledges the Traditional Owners of the lands from across Queensland. We pay our respects to the Elders past, present and emerging, for they hold the memories, the traditions, the culture and hopes of Aboriginal and Torres Strait Islander peoples across the state. Statement of commitment Aboriginal and Torres Strait Islander peoples and the Queensland Government are building a reframed relationship that acknowledges, embraces and celebrates the humanity of Indigenous Australians. We are proud that Aboriginal and Torres Strait Islander peoples have continuing rights and responsibilities as the first peoples of Queensland, including traditional ownership and connection to land and waters. In the spirit of healing, we recognise the past acts of dispossession, settlement and discriminatory policies, and the cumulative acts of colonial and state governments since the commencement of colonisation, which have left an enduring legacy of economic and social disadvantage that many Aboriginal and Torres Strait Islander peoples have experienced and continue to experience. It is time to nurture hope and optimism. It is time to focus on strengths and not deficits, and to move from surviving to thriving. We will move forward together with mutual respect, recognition and a willingness to speak the truth about our shared history. Through our continued shared commitment to reconciliation, all Queenslanders will be part of this journey. © State of Queensland (Department of Education) 2020 Licensed under CC BY 4.0, with exception of the Queensland Coat of Arms, logos and images.
Contents
A great start for all of Queensland’s children__________________________ 2
What our children are telling us _____________________________________ 3
A snapshot of Queensland children__________________________________ 4
How we are faring________________________________________________ 5
Guiding principles ________________________________________________ 8
Focus areas _____________________________________________________ 9
Nurturing in the first 1000 days ____________________________________ 10
Thriving in the wider world ________________________________________ 14
Enriching young minds___________________________________________ 18
Making stronger connections______________________________________ 23
Where to find more information____________________________________ 25
An early years plan for Queensland 1A great start for all of Queensland’s children
Getting a great start to life is critical for
lifelong learning, health and wellbeing.
In 2018, the Queensland Government Our world has been disrupted by the global
released Our Future State: Advancing pandemic and as Queensland navigates through
Queensland’s Priorities. Our vision is for its COVID-19 recovery the Queensland Government
is taking targeted action to support our children,
all Queensland children to have a great
families and services. It is more important than ever
start in life, supported by their family, that our children feel safe, valued, respected and
service providers and the wider community know that they belong.
to improve their life chances and reach
This plan focuses on our youngest Queenslanders,
their full potential.
from conception to eight years of age, and
Research shows that a great start to life is the acknowledges parental health and wellbeing
best way to ensure children are able to reach their and perinatal care as key factors in supporting
full potential as happy, healthy and productive families to give their children a great start. It also
citizens. It also shows that achieving a great start recognises the role of the community in ensuring
requires a holistic view of the child, parents, carers, that all children, including vulnerable children, are
grandparents, other family members and the in safe and supportive environments that allow
communities in which they live, learn and grow. them to thrive. The plan complements and builds
on other whole-of-government, strategic initiatives
A Great Start for All Queensland Children is a whole- focused on improving outcomes for children and
of-government early years plan for Queensland, families more broadly, and represents a sustained
setting out the state’s vision for children in their commitment from the Queensland Government to
early years and placing children at the centre of our invest in a great start for all our children.
community responses. No matter what challenges
the world brings for our children, this plan supports The Queensland Government respects, protects
families and communities to unite and recover. It and promotes human rights, and this plan
brings together the health, housing, education, recognises the rights of all children in Queensland
child safety and communities portfolios to all play to be protected, enjoy their culture, declare and
a role in ensuring children get a great start in life practise their religion, use their language, express
and make sure services work together seamlessly themselves, take part in public life, and have access
to support children and families. It also provides to education and health services.
parents, carers, families and communities with
information about the key influences on children’s
development in the early years, and how they
can play a role in the early learning, health and
wellbeing of children.
2 A Great Start for All Queensland ChildrenWhat our children are telling us
Queensland children and young people are Queensland children valued opportunities to
strong, capable and eager to engage in their play, including access to parks, playgrounds and
other outdoor areas. They were aware of their
surroundings and community.
surroundings and concerned about the health of
The recent Growing Up in Queensland project used the environment, the negative impacts of climate
surveys, postcards and art activities to gather change and human activity, and the issues they
insights about what is important to children and may be inheriting. Young Aboriginal and Torres
young people, what their communities are like and Strait Islander children discussed the importance
what their hopes and dreams are. The project found of caring for country to keep culture strong.
that 60 per cent of Queensland children and young Children valued the diversity of their communities
people who responded to the survey reported they and the relationships and connections they have
felt positive or very positive about their future. there. They wanted to participate meaningfully in
They expressed their hopes and dreams and said community life and live in safe communities with
that to achieve these they need to be heard and to support for families when it is needed.
feel safe, valued, respected and included in their
communities. They saw their community as a place
of connection, relationships, social engagement
and support in tough times.
An early years plan for Queensland 3A snapshot of Queensland children
1 3 in
Equates to
children
2018 11.7%
of the state’s
With at
1 Almost population
600,000
least
parent born
overseas
Queensland children aged 0-8 years
Live in... 51% 49%
Remote or
very remote 3%
Outer regional 14%
Inner regional 19%
( 8% (
over
Major cities 64% Almost
50,000
Aboriginal and Torres Strait Islander children
4 A Great Start for All Queensland ChildrenHow we are faring
All parents want their children to grow up Queensland is home to families of many different
in happy, caring homes, engage with the types and make-ups, and children from a variety of
backgrounds and with a variety of different needs,
broader community, have healthy diets,
including children from culturally and linguistically
learn through experiences at home and diverse backgrounds, Aboriginal and Torres Strait
within the community, and develop the Islander children, children from rural and remote
necessary resilience to face the challenges areas, refugee and migrant children, children in
life presents. care, and children with a disability.
Many Queensland children are already getting a
great start to life, which sets them up for success Queensland children on track on four or more
and enables them to reach their full potential as domains of the Australian Early Development
individuals and make productive contributions to Census (AEDC)
their families and communities.
However, families and children can experience
times of vulnerability, including as a result of
child abuse and neglect, substance abuse,
60.2%
2009
homelessness, engagement with the justice
system, family breakdown, or domestic or family
violence, which affect their physical and mental
health, financial security and wellbeing. Key times
that Queensland children and families may need –
64.2%
and will most benefit from – additional support are 2012
from conception, during the early months of life,
in the early years before school and in the first few
years of schooling.
64.9% 2015
65.5% 2018
An early years plan for Queensland 5A Great Start for All Queensland Children will The AEDC is a nationwide data collection that shows
use the three headline indicators from the Give how young Australian children have developed
All Our Children a Great Start priority under the as they start their first year of full-time school. It
Queensland Government’s Our Future State measures five important domain areas:
initiative to demonstrate over time whether its • physical health and wellbeing
vision is being achieved:
• social competence
• increase the number of babies born healthier • emotional maturity
– by 2025, there will be a 5 percentage point • language and cognitive skills
increase in babies born with a healthy weight
• communication and general knowledge.
• increase childhood immunisation rates – by
These factors are important predictors of children’s
2022, 95 per cent of Queensland children
later health, wellbeing and academic development.
aged one, two and five years old will be fully
immunised for vaccine-preventable diseases Developmental vulnerability has decreased in
in accordance with the National Immunisation Queensland more than any other state or territory
Program Schedule since 2009. In 2018, 65.5 per cent of Queensland
children were considered on track in four or more
• improve wellbeing before school – by 2025,
domains of the AEDC. This is an improvement
we will reduce the percentage of Queensland
from 60.2 per cent in 2009, 64.2 per cent in 2012
children developmentally vulnerable in one or
and 64.9 per cent in 2015. While improvements
more AEDC domains to 22 per cent.
since 2009 have been significant, 25.9 per cent
Approximately 19 per cent (111,043) of Queensland (15,954 children) of all children, and 42.5 per cent
children aged zero to eight years live in highly of Aboriginal and Torres Strait Islander children, are
socio-economically disadvantaged areas with currently assessed as vulnerable in one or more of
limited access to social and material resources and the five domains on the AEDC (2018).
ability to participate in society. Some babies (more
than 3000 in 2018) are born outside the healthy
weight range (i.e. below 2.5kg or above 4.5kg) and
some communities and groups need support to
ensure immunisation rates reach 95 per cent for
children at one, two and five years of age.
6 A Great Start for All Queensland ChildrenThe Government’s priorities to give all our
children a Great Start – our progress
Baseline Progress Target
Babies born
healthier1
5%
2015 2017 increase 2025
Babies born by
with a healthy
weight
Non-Indigenous 83.0% Non-Indigenous 87.0%
Indigenous 78.2% Indigenous 85.0%
Immunisation2
Queenslanders
aged 1, 2 and 5 years 2015 2019 95% by 2022
fully immunised for
vaccine-preventable
diseases in 1 year olds 93.2% 1 year olds 94.1% 1 year olds 95.0%
accordance with
the National 2 year olds 91.4% 2 year olds 91.8% 2 year olds 95.0%
Immunisation
Program Schedule 5 year olds 92.7% 5 year olds 94.7% 5 year olds 95.0%
Reduced AEDC
vulnerability3
Queensland
2015 2018 22% by 2025
children
developmentally
vulnerable in 1 or 26.1% 25.9%
more AEDC domains
In addition, the Queensland Government has • Target 3: By 2025, increase the proportion of
signed-up to the National Agreement on Closing the Aboriginal and Torres Strait Islander children
Gap early years targets: enrolled in Year Before Fulltime Schooling (YBFS)
early childhood education to 95 per cent – noting
• Target 2: By 2031, increase the proportion of the importance of early childhood education
Aboriginal and Torres Strait Islander babies with throughout the Early Years Plan.
a healthy birthweight to 91 per cent – noting
that the Early Years Plan acknowledges the • Target 4: By 2031, increase the proportion of
importance of protective factors such as healthy Aboriginal and Torres Strait Islander children
birth weight. assessed as developmentally on track in all five
domains of the AEDC to 55 per cent – noting
that AEDC is one of the measures in the Early
Years Plan.
1 Birthweight statistics are published annually through the Queensland Health Perinatal Data Collection.
2 Immunisation data is made publically available quarterly through the Australian Government’s Department of Health website.
3 The AEDC is collected once every three years by the Queensland Department of Education and provided to the Australian Government. Results are
published the year after the collection.
An early years plan for Queensland 7Guiding principles
The following principles will guide our
Seamless and collaborative
decision-making, service delivery and
priority actions.
Service providers and communities work together to
make families’ and children’s experiences seamless
Child-centric and place-based. A clear framework provides a
shared language that guides delivery of services to
children and their families.
Children are our most precious asset. In all our
considerations, policies and actions we keep
a focus on children, their needs and welfare. Evidence-informed
Children’s need for structured and unstructured
play and stimulation is recognised and valued.
Services are age-appropriate and children of all Programs and services are informed by the best
abilities and backgrounds are included and valued available evidence about children’s development,
in community life. supports needed from the people and organisations
in a child’s life and how children can best be
supported in a changing world.
Tailored and inclusive
Supports are tailored to the needs of families and
children, ranging from more intensive supports
for the families experiencing most vulnerability to
universal programs for all. They are culturally safe
and inclusive.
Targeting prevention and early intervention
A strong focus is placed on parent, baby and
child health from pre-conception, including the
need for secure attachments and safe homes
and communities. Childhood developmental
vulnerabilities and trauma are identified and
responded to through appropriate practices and
as early as possible to improve future outcomes.
8 A Great Start for All Queensland ChildrenFocus areas
This plan focuses on the strategies and and community services, while their families bring
actions that can be pursued by families, different levels of knowledge and skill relating to
parenting. Our services and community responses
government and the broader community
need to cater for cultural and linguistic diversity,
to guide and support children in the key various abilities and be cognisant of the impact
phases of their early years. of life events and trauma on our youngest citizens
• Nurturing in the first 1000 days (conception to two and their families. They need to be available
years of age) across the state, including in regional and remote
communities, to support all families and children.
• Thriving in the wider world (three to four years
of age) The plan acknowledges the benefits of place-
based and other partnership initiatives, where
• Enriching young minds (five to eight years of age) communities come together to give children and
their families the best opportunities in life. These
It also identifies a range of strategies to be
empower communities to collaborate and respond
pursued by the Queensland Government during
to their own unique challenges, and support a
the recovery phase of COVID-19, and makes strong
whole-of-government, cross-sector and whole-of-
connections across life phases and services. The
community commitment to improve experiences
focus areas within the plan take a strengths-based
for people living in these places. Initiatives such as
approach. It recognises children are competent,
Logan Together, Every Child Central Queensland,
capable and resilient individuals throughout their
and Cairns South Collective Impact Project are
early years, and acknowledges the importance of
responding to the need of local communities and
protective factors such as healthy birth weight,
have a specific focus on improving the wellbeing of
secure attachment, access to quality early learning
children, from birth to eight years of age. Building
and play environments and connection to culture
on experience with other place-based responses,
and community.
the Queensland Government is also partnering with
Children are influenced by their environments, and the Commonwealth and other states and territories
the people and experiences that surround them as on Stronger Places, Stronger People – a national
they grow up. This plan recognises that Queensland approach to place-based initiatives to improve life
children bring a variety of different backgrounds outcomes for children.
and experiences to their dealings with government
An early years plan for Queensland 9Nurturing in the first 1000 days
The first 1000 days of a
child’s life, from conception
to their second birthday,
is a unique period of rapid
development.
In the pre-conception and
conception period, maternal health and wellbeing
is critical to a child’s healthy development. Parents
80%
need to be supported to handle the financial,
social, health and relationship impacts of the
transition to parenthood, and to build parenting
knowledge and skills.
Much progress has been made in understanding
the importance of the first 1000 days in a child’s of brain development occurs
cognitive, language and early learning skills. In before a child is 3 years old
these earliest years, children develop best by
forming secure attachments in nurturing and
stimulating environments that enable them to and in the first year of a child’s life. Uptake of
explore and make sense of their world. Time spent protective measures such as prenatal nutrition
playing, talking, singing, listening, watching and breastfeeding have improved child health
and practising what they are learning with the and wellbeing, and maternal smoking is declining
important adults in their life is essential for a overall. Immunisation rates remain high, though
child’s healthy development. more can be done. Queensland has a network of
community services, partnerships and early years
However, at times a child’s living environment may spaces that provide integrated services for families
not support such activities, or may present exposure and their children in the early years of life, including
to stress, toxins through parental smoking, alcohol support for families affected by domestic violence.
or illicit drug use, poor nutrition, or a lack of secure
attachment between a child and their caregivers. Building on this strong foundation, parents,
families, the wider community and government must
Queensland has a strong and adaptable universal work together to focus on key factors that affect a
healthcare system that shifts to cater for differing child’s health, wellbeing and development in their
circumstances, as most recently evidenced in its first 1000 days. This means supporting families
swift expansion of telehealth provision during to provide a caring and stimulating environment
COVID-19. Our healthcare system has highly for their children and making appropriate services
effective engagement with parents pre-conception available to ensure no child falls through the cracks.
10 A Great Start for All Queensland ChildrenMaking a great start
From conception to two years of age, we want • have increasing social and emotional and
babies and toddlers to: language skills, including through play and
enjoying rhymes and songs
• be healthy, growing and expressing an interest in
the world around them • engage with their environment, with increasing
fine motor, gross motor and sensory skills.
• have a sense of connectedness and wellbeing
through loving attachments
Case study
Deadly Ears
Aboriginal and Torres Strait Islander children experience the highest rates of middle ear
disease and associated conductive hearing loss, according to the health literature. The first
1000 days are crucial because Aboriginal and Torres Strait Islander children may develop
this condition earlier and more severely. As a result, every health check should include ear
and (if possible at this young age) hearing assessments. Concerns should be immediately
managed in primary health with consideration of referrals to audiology, speech pathology,
and ear, nose and throat professionals. Advice and support is available from the Deadly Ears
Program, which provides frontline clinical services to 11 rural and remote locations across
Queensland, and also oversees the state’s “Deadly Kids, Deadly Futures” policy to improve
outcomes in health, early childhood development and education.
More information
• Deadly Ears Program
• Deadly Kids, Deadly Futures
An early years plan for Queensland 11Supporting families
The stages just prior to and throughout pregnancy • having appropriate vaccinations during
are critical to providing babies the best start in life. pregnancy, and ensuring their child is up-to-
There are a range of supports on offer for soon- date with vaccinations as per the National
to-be parents and new parents. One of the best Immunisation Program Schedule
sources of support is the family doctor who can
provide information and advice to prospective and • providing a stable and safe home environment
new parents. and helping their child to explore their world safely
Becoming a new parent or being a parent to any • regularly engaging with a child health nurse, GP,
newborn baby can feel overwhelming. However, allied health professionals, health workers and
there are activities and strategies that families can early childhood educators
engage in to confidently support their children’s • identifying and participating in programs
health and development in the first 1000 days. to support parenting skills and confidence,
These include: including in relation to secure attachments and
• accessing pre-conception care and pregnancy emotional regulation
planning services, and midwives or child • registering with Playgroup Queensland by their
health nurses to ensure continuity of care for child’s first birthday to receive a free 12-month
the birthing experience and build a trusting family membership, or joining a community
relationship between new parents and supported playgroup in their local area
healthcare experts
• joining the Families are First movement, an
• spending time with their children playing, initiative aiming to improve understanding about
talking, singing, listening, reading and nurturing how Aboriginal and Torres Strait Islander families
their development and creativity have raised happy and healthy children and
• maintaining healthy eating habits, staying overcome challenges for more than 60,000 years.
physically and mentally active and accessing Resources that can help parents meet some of the
available perinatal care services challenges they may face, and a range of parenting
• engaging in outdoor and nature play with their child supports, can be found at www.qld.gov.au/
families/babies/advice/resources.
• restricting consumption of alcohol and other drugs
as recommended by the Australian guidelines to
reduce health risks from drinking alcohol
• ensuring good nutrition during pregnancy,
providing a nutritious diet once their baby is
born, including breastfeeding for at least six
months where possible, and introducing early
oral health practices, such as tooth brushing, age
appropriate toothpaste and regular dental visits
12 A Great Start for All Queensland ChildrenWhat the Queensland Government is doing
We are supporting parents and babies to have a • accessing and communicating to paediatric
healthy pregnancy, experience a safe birth and specialists the latest research on baby
transition into a safe and supportive family life by: development, health and wellbeing through
partnerships with other national and
• providing ongoing access to healthcare nurses
international paediatric specialists, and using
and other health professionals to support
exemplars to share knowledge and embed these
mothers and babies throughout their first 1000
learnings in practice
days, including specialist antenatal, postnatal,
and infant mental health services as required • improving child and family screening to advance
early detection of emerging problems by
• expanding targeted programs to improve rates
encouraging more families to access growth
of healthy pregnancy, including addressing the
and development checks for their children and
impact of smoking and alcohol consumption
associated supports
• evaluating the right@home pilot, a relationship- • continuing to emphasise the Deadly Ears
based Australian model of sustained nurse home program’s role in reducing the rates and impacts
visits delivered by highly trained professionals, of middle ear disease and conductive hearing
and expanding the program from its current loss for Aboriginal and Torres Strait Islander
locations in Logan, Browns Plains and Beenleigh children across Queensland.
to an additional location in Caboolture
We are supporting families as first teachers and
• ensuring Aboriginal and Torres Strait Islander
ensuring early learning is accessible and engaging by:
mothers and babies have access to integrated
and culturally capable maternity services by • promoting playgroups and other early learning
implementing actions of the Growing Deadly opportunities for babies and toddlers, ensuring
Families Aboriginal and Torres Strait Islander families have access to integrated services and
Maternity Services Strategy 2019-2025. the support of early years professionals
We are helping families to create a safe and • continuing to build on the success of the First
supportive family unit where babies develop and 5 Forever program, in which the State Library
grow into healthy toddlers by: of Queensland works in partnership with local
government to deliver free Baby time, Rhyme
• promoting community commitment to reduce
time and Story time sessions at local libraries
the incidence of vaccine preventable diseases
and Indigenous Knowledge Centres across
in children by implementing the actions in the
Queensland.
Queensland Health Immunisation Strategy
2017 – 2022
An early years plan for Queensland 13Thriving in the wider world
While the first 1000 days vulnerabilities by providing supports for children’s
are crucial, ongoing health, wellbeing and early learning. Key protective
factors in preventing and addressing some
support is required for
vulnerabilities are healthy food, physical activity,
families and children to strong parent-child relationships and participation
ensure continued growth in quality early childhood education.
and development as
children enter the three The Queensland Government has taken significant
steps to reform and invest in early childhood
to four year age group.
education and care over the past 10 years.
During this period, children’s Remarkable progress has been made in lifting
physical development remains rapid. This is kindergarten participation rates in the year before
accompanied by considerable social and emotional school, from 29 per cent in 2008 to over 95 per cent
growth, with more connections being made beyond in 2018, improving the quality of early childhood
the family. Children’s language skills progress education and care, facilitating children’s transition
quickly and play becomes a critical part of learning. from early childhood education and care to school,
Positive experiences during this period set children and increasing the uptake of nature play and
up for success in later life. outdoor learning initiatives and physical activities.
Our early childhood sector continues to provide
It is important for all children to experience the quality care for our youngest Queenslanders in the
social, emotional and mental health benefits of a face of the COVID-19 pandemic.
safe and supportive home, quality early childhood
education and care that is enriching and nurturing,
and access to appropriate health and community
services when extra help is needed.
society
Some Queensland children have developmental
vulnerabilities which mean they may fall
behind their peers. There needs to be multiple
opportunities to identify children with such Benefits of children economy
vulnerabilities and address these issues as receiving quality
early as possible. The Queensland Government education and care
aims to help families and children experiencing
self
families
14 A Great Start for All Queensland ChildrenMaking a great start
In the three to four year age group, we want to see • express their emotions in positive ways and
children: convey their thoughts, imagination and views
• initiate, engage and actively participate in play, • begin to demonstrate confidence and
and be aware of their surroundings independence in daily activities and interactions
with others.
• grow and learn, including developing early
literacy and numeracy
• play safely, be healthy, understand boundaries
and manage their personal hygiene
Case study
Elders as Storytellers
Through the Elders as Storytellers campaign, unscripted messages from Elders and
community leaders showcased Aboriginal and Torres Strait Islander culture in an organic
and authentic way. Since launching in 2017, the campaign has travelled to eight communities
in Queensland and listened to the stories of almost 20 Aboriginal and Torres Strait Islander
Elders and leaders. While there has been great success in the campaign videos, radio ads,
articles and songs in language, the true success of the campaign has come from the process
of walking together with community and hearing their voices from day one.
More information
• Elders as Storytellers
• Let’s yarn about kindy
An early years plan for Queensland 15Supporting families
As children grow, play is crucial. It is essential • continuing vaccinations as per the National
for children’s brain development and one of the Immunisation Program Schedule
key ways children learn. Through play, children
• providing a balanced and nutritious diet, and
develop their motor skills and extend their physical
regular health checks that continue to monitor
capabilities; build confidence and wellbeing; learn
growth and development
social skills; develop language and communication
skills; and experiment and solve problems. • organising outdoor and active play activities to
help children start building a positive relationship
A broad range of activities and strategies can help
with physical movement and improve resilience,
families foster their child’s development during this
confidence, competence, independence,
phase, including:
concentration and physical literacy
• engaging with their children in play-based
• accessing the Home Interaction Program for
activities in the home or community settings
Parents and Youngsters, a program offered
to promote physical, emotional and cognitive
by the Cathy Freeman Foundation to support
development, and assist with development of
Aboriginal and Torres Strait Islander parents,
competencies such as interacting with others,
families and carers to work directly with their
emotional self-regulation, resilience, creativity
young children to improve their school readiness
and perseverance, and language development
• ensuring their child attends a kindergarten
• building consistent, high quality relationships
program to help them develop and get ready for
between their child and caregiver/s, whether in
school in a play-based learning environment
the home environment or in an early childhood
education and care setting • accessing local activities for children and
visiting Queensland Government Early Years
• maintaining resilience and wellbeing by
Places (earlychildhood.qld.gov.au/funding-and-
reaching out to parent and early childhood
support/rural-remote-and-indigenous-
support services, such as Talking Families, to programs/early-years-places), which provide a
ask for help before problems escalate range of early childhood activities and supports
• accessing toy libraries across Queensland to in one location
borrow toys designed to support children’s • accessing the Early Childhood Education and Care
imagination and skill development (earlychildhood.qld.gov.au/early-years) and
• joining groups that promote positive parenting Raising Children Network (raisingchildren. net.au)
for fathers and provide support and connection websites for information on early education
for new dads activities
• helping children develop social skills and try • engaging in Nature Play QLD initiatives such
new things with encouragement and praise as a Passport to Amazing Childhood, Places to
go and Things to do lists, Early Learning Nature
• monitoring growth and development, and Play, Challenges before Prep and Loose Parts
receiving parenting support, through GPs and Play (natureplayqld.org.au).
Child Health Services
16 A Great Start for All Queensland ChildrenWhat the Queensland Government is doing
We are continuing to support families as first • helping parents to build skills and confidence
teachers and quality early learning to lift in parent-child interactions and relationships,
developmental outcomes by: including through parenting programs, home
visiting programs, supported playgroups and
• supporting provision of quality kindergarten
Early Years Places
in the year before school, including targeted
funding for children experiencing vulnerability • providing free membership to the State Library of
and disadvantage Queensland, including rich resources for families
and children, and promoting membership of local
• continuing to advocate for ongoing federal
libraries for access to locally-relevant material.
funding for kindergarten in Queensland
We are supporting children’s health and wellbeing
• implementing communication programs to
(including physical and mental health) by:
increase kindergarten participation through:
• continuing to provide specialist mental health
– Early years targeted webpages to support resources and services
parents to engage in positive early learning
literacy and numeracy activities and promote • promoting Parents’ Evaluation of Developmental
the importance of families engaging in play Status (PEDS), an evidence-based screening tool
and home activities that elicits and addresses parental concerns
about development, health and wellbeing
– various social media platforms that
communicate with a wider range of parents • developing the Connect 4 Children strategy to
and children support communities to create local solutions for
local priorities to help give all children a great start
• exploring new early learning options, including
targeted programs for children experiencing • supporting the operation of Early Years Places in
vulnerabilities. more than 50 communities across Queensland,
providing a one-stop shop where families
We are strengthening whole-of-family wellbeing and can access multiple support services for their
capability to improve their child’s developmental children and themselves.
outcomes by:
• providing additional parent support
opportunities to improve children’s outcomes
by enhancing adult wellbeing (such as through
family support programs, and therapeutic and
counselling programs, including Parentline and
parent groups/peer support)
• piloting KindyLinQ, a play-based program that
families can attend in the year before their child
starts kindergarten, in priority locations
An early years plan for Queensland 17Enriching young minds
In the first years of school through to age But learning cannot occur without a positive base of
eight (Year 3 of primary school), children wellbeing. There is strong evidence acknowledging
that children learn best in environments where their
continue to gain greater independence,
social, emotional and physical wellbeing is secure.
manage their emotions more effectively, In the early years of school, it is critical to support
develop their social skills and engage in children to be healthy, resilient, and confident —
more complex cognitive and intellectual developing emerging skills, considering their own
activities. What happens in these years will learning aspirations, facing learning challenges and
significantly influence how children view grasping opportunities as they progress through
themselves as individuals and learners as their learning journey.
they continue to progress through primary
and secondary school and beyond.
Queensland has been a standout performer in terms
of improvements to educational outcomes in the
early years of school. A significant amount of work
has been done already to ensure that teaching and
Children, families and schools
learning engages the minds of our young people. exist within communities
Our schooling sectors shifted quickly from face-to- and they reap benefit when
face to remote learning to support Queensland’s the connection to school is
efforts to reduce the spread of COVID-19.
positive and ongoing.
Dockett and Perry 2014
18 A Great Start for All Queensland ChildrenMaking a great start
In the five to eight year age group, we want to see • engaging in play and making connections
children: through imagination and creativity
• developing interpersonal, communication and • enjoying team sports and physical activities
social skills as a foundation for learning
• becoming more aware of their own bodies,
• building resilience to assist them to manage any including how to keep healthy, remain active,
challenges they may face stay safe and know when to seek help
• exploring and connecting with their community • developing gross and fine motor skills, including
to understand how it contributes to their sense handwriting
of belonging and shapes a part of their identity
• using information and communication
• successfully transitioning from kindergarten technologies effectively and appropriately
to school and throughout the early years of
• developing literacy and numeracy skills in
schooling
meaningful ways to support their interactions
• caring for their environment, respecting others and learning in school and beyond.
and being inclusive
• thinking critically and creatively to become
confident and autonomous problem solvers
Case study
Be Well Learn Well
Luke was referred on entry into pre-Prep into the Be Well Learn Well program for speech
pathology and occupational therapy support around communication/speech, hearing
support, attention, behavioural support, and sensory processing skills. As a result of
the wrap-around Allied Health support Luke received, he tolerates wearing his hearing
headband for up to 30 minutes as he understands why it is important and knows when
he should use it. Luke initiates communication through vocalisations and is now making
requests in sentences, which has decreased his levels of frustration and adverse behaviours.
More information
• Be Well Learn Well
• CheckUP
An early years plan for Queensland 19Supporting families
Families are a child’s first educators and key to • encouraging their child to pursue creative
ensuring Queensland children become lifelong activities such as art, music and dance
learners, healthy individuals and constructive
participants in their community. • engaging with their child’s teacher, school and
school community to be involved in their child’s
A nurturing and supportive home environment learning, development and social life outside
builds resilience in children. As first educators, the home
families can use a range of resources, activities and
strategies to support their child’s development, • promoting positive approaches to their child’s
health, welfare, learning and engagement and their learning and development in and outside school,
own family wellbeing. This may include: showing interest in their child’s schoolwork,
talking with their child about their learning
• providing regular supervised unstructured play and school day, monitoring screen use and
time every day, outdoors and in nature when encouraging their child to be active
possible and indoors when it is not, to encourage
creativity, physical movement and activity • supporting their child through times of
uncertainty, providing opportunities to talk
• accessing resources to engage with and through challenges and employing strategies to
support their child’s developing literacy and problem-solve and build resilience
numeracy skills (e.g. reading before bedtime
or counting items with their child) — visit • seeking support from the school or external
www.earlychildhood.qld.gov.au organisations in relation to developmental or
wellbeing concerns about their child, including
• engaging with community events and the development of English language skills
opportunities, such as visits to public libraries,
and promoting positive childhood friendships • if required, engaging with a general practitioner
to plan a catch-up vaccination schedule.
• enrolling their child in sports or other outdoor
physical activities to encourage a love of
movement, exercise and the natural environment
20 A Great Start for All Queensland ChildrenWhat the Queensland Government is doing
We are engaging families in the early years of school We are lifting early years learning outcomes by:
and their child’s education by:
• developing shared understandings between
• providing resources for children and families early childhood services and schools about
to support online safety and safe use of social teaching and learning practices that promote
media, and information about cyber-bullying continuity of learning by:
• using the Parent and Community Engagement – implementing the K-2 Continuity and
Framework to encourage genuine relationships Alignment Framework, which promotes age-
between parents and teachers, promote a clear appropriate pedagogies and enables the
and open sharing of information and ideas benefits of kindergarten to carry over into
between schools and families, and help parents school and beyond
discuss their child’s learning
– supporting Prep teachers’ understanding and
• consulting and collaborating with families about use of kindergarten transition statements
how to tailor learning and making reasonable
adjustments for children with disability. • implementing evidence-based, best practice
approaches to monitoring and assessment
We are supporting healthy growth, development in the early years of school with a focus on
and wellbeing of children as they progress through foundational skills to support learning in the
the early years of school by: later years of schooling
• providing vision screening services for all Prep • building strong leadership capability in the
children in primary schools across Queensland early years of schooling to ensure successful
outcomes for young learners
• providing schools with access to the Respectful
relationships education program for students in • supporting schools to join together to
Prep to Year 12, giving students opportunities embed early years priorities in their school
for social and emotional learning improvement agenda
• enhancing equity and inclusion in physical • building capability for ongoing monitoring of
activity and reducing barriers to participation student literacy and numeracy development in
through the FairPlay financial subsidy for the early years of schooling, using tools such
children and young people who need it the most as Early Start, and the P—10 Literacy continuum
and the draft P–10 Numeracy continuum
• delivering the Community Active Partnerships
pilot project in Logan to address barriers to • providing professional learning opportunities
physical activity for children from birth to eight for school leaders and members of school
years of age governance structures, to support them in local
decisions that facilitate quality early learning
• providing outdoor education opportunities to and teaching.
encourage children from birth to 12 years of age
to connect with the outdoors and be physically
active.
An early years plan for Queensland 21We are supporting children experiencing • building teacher capability to identify and
vulnerability to excel by: support English as an additional language or
dialect (EAL/D) learners, including recognising
• coordinating education support plans for contact language varieties (e.g. creoles and
eligible children in care to ensure resources are Aboriginal English dialects) and providing
identified to improve educational outcomes differentiated EAL/D pedagogy in the classroom
• raising awareness among health care • continuing to operate Early Childhood
professionals of the additional needs of children Development Programs for children
and young people in care via Communities from birth to five years of age with significant
of Practice, a digitised health pathway and educational support needs arising from a
information and communication strategies and diagnosed or suspected disability
products to support assessments and referrals to
manage health needs • responding to outcomes of the evaluation of
the Be Well Learn Well program, providing allied
• expanding the School Breakfast program to an health therapy services to eight remote state
additional 51 schools in regional and remote schools in Far North and North Queensland
areas, with funding to P&Cs or Scripture Union
for delivery of the program • implementing a whole-school approach to
support mental health and wellbeing of all
• building the capability of staff working with Queensland students
children in the early years of school to notice
the early signs that a student’s wellbeing or • continuing to refer students who may need
mental health is at risk and take appropriate additional support to relevant services and
steps to ensure that the student receives providing access to specialist mental health
additional support services.
• facilitating parent and school partnerships to
ensure appropriate supports are in place for
children with disability to access, participate
and achieve in education
22 A Great Start for All Queensland ChildrenMaking stronger connections
The Queensland Government is focused through the Local Thriving Communities reform
on the recovery phase of COVID-19 and is that reframes the relationship with Aboriginal and
Torres Strait Islander Queenslanders. Local Thriving
a responsive government building social
Communities involves the establishment of Local
cohesion and making services easy to Decision Making Authorities with a goal to move
access and use. A range of services and decision making authority closer to the community
strategies are being provided to ensure and improve community outcomes from investment.
every Queensland child is supported to
Place-based initiatives join up the efforts of all
have a great start in their early years.
community stakeholders (citizens, industry,
The commitments made throughout this plan diverse non-government organisations and all
include actions that span service provision across levels of government) to improve the social,
the Queensland Government and community economic and physical wellbeing of a defined
organisations. We will support communities to thrive geographical location, including Aboriginal and
so people of all ages, backgrounds and abilities can Torres Strait Islander communities. The application
participate, are included, develop resilience and of place-based initiatives on complex, interrelated
enjoy high levels of social and economic wellbeing. or challenging issues in socio-economically
disadvantaged communities is valuable in driving
Good service delivery in remote and discrete positive community, family and individual outcomes
Indigenous communities will be built upon (Framework for Place-Based Approaches).
Case study
Birdie’s Tree
Events like storms, cyclones, floods or fire can be very frightening and upsetting for babies
and young children. Birdie’s Tree has been designed to support the mental health and
emotional wellbeing of babies and young children, their parents and families, in relation to
severe weather events and other natural disasters. Playing a therapeutic game or reading a
story with a caring adult can help a young child work through the scary experiences and ‘big
feelings’. Birdie's Tree provides a suite of resources for parents and carers, including stories
and interactive games, as well as information sheets and booklets and links to other relevant
websites for further advice and support.
More information
• Birdie's Tree
An early years plan for Queensland 23Our services need to be delivered to all children, • improving the health of Queensland children and
parents and carers across Queensland, including families by:
those experiencing vulnerabilities. Supports
must be designed to be inclusive and seamless, – designing services in a way that supports
incorporating efforts across multiple government parents and carers to navigate family life
portfolios and the community. events and optimises care of their children
through key life stages
The Queensland Government is always striving to
create strong connections across providers and – expanding the integrated maternity hub
services that focus on: to include early childhood education for
Aboriginal and Torres Strait Islander mothers
• the wellbeing and social participation of and babies
Queensland children and families by:
– delivering enhanced support to Aboriginal and
– implementing a Queensland children’s Torres Strait Islander families facing challenges
wellbeing framework promoting our with their children’s behaviour through
aspirations for every child Indigenous youth and family case workers
– delivering the Yarrabilba Family and Community • targeted support for our early learners, ensuring
Place, a purpose-built, cross-agency hub we set the foundations for their successful
offering Stay and Play, supported playgroups, lifelong learning by:
Get set for Prep and First 5 Forever programs
– providing quality regulation of the early
– providing Birdie’s Tree resources to help childhood education and care sector, so
parents and carers talk to their children about that all Queensland approved providers are
the impacts of natural disasters, including delivering compliant, high quality services
storms, cyclones, floods or fire that are continuously improving.
– delivering stable housing for families with – developing a best practice Early Years Places
children from birth to eight years of age program model focused on priority locations.
– delivering Family and Child Connect services,
including those run by Aboriginal and Torres
Strait Islander people and servicing refugee
and Pasifika communities
– exploring the Family Wellbeing Services
model as an exemplar of culturally safe
human services delivery, providing access
to quality universal and targeted services
necessary for Aboriginal and Torres
Strait Islander children and families to
thrive and ensuring Aboriginal and Torres
Strait Islander people and organisations
participate in, and have control over,
decisions that affect their children
24 A Great Start for All Queensland ChildrenWhere to find more information
The following organisations and resources provide support or information for families with children
in their early years.
• Newborn drop-in services and child health clinics www.qld.gov.au/health/children/babies/clinics
• 13 HEALTH (13 43 25 84) – for confidential child health advice or breastfeeding support, ask to
speak to a child health nurse
• Pregnancy, Birth and Baby Helpline (1800 882 436) – for confidential general advice about
babies in their first year
• Early Years Places Child and Family Hubs earlychildhood.qld.gov.au/funding-and-support/rural-
remote-and-indigenous-programs/early-years-places
• Raising children network raisingchildren.net.au
• Early years resources website www.earlychildhood.qld.gov.au
• Elders as Storytellers www.earlychildhood.qld.gov.au/early-years/activities-and-resources/
resources-parents
• Children's health, parenting and pregnancy www.qld.gov.au/health/children
• Australian Breastfeeding Association, Breastfeeding Helpline 1800 686 268
• Red Nose, formerly Sids and Kids rednose.org.au
• Children’s Health Queensland (including Queensland Centre for Perinatal and Infant Mental
Health) www.childrens.health.qld.gov.au
• Parentline 1300 301 300
• Quitline 13 QUIT (13 78 48)
• Interpreter Service (Help with English) 131 450
• Domestic Violence Hotlines:
– DVConnect Womensline 1800 811 811
– DVConnect Mensline 1800 600 636
– 1800Respect 1800 737 732
• Playgroup Association of Queensland 1800 171 882
• The Fathering Project thefatheringproject.org
• Family and Child Connect 13 32 64 familychildconnect.org.au
• Queensland Family and Child Commission www.qfcc.qld.gov.au
• Talking Families talkingfamilies.qld.gov.au
• Oneplace (community service directory) www.oneplace.org.au
• Australian Early Development Census www.aedc.gov.au
• Positive Parenting Program www.Triplep-parenting.net.au
• Local Thriving Communities www.datsip.qld.gov.au/programs-initiatives/tracks-treaty
• State Library of Queensland: First 5 Forever www.slq.qld.gov.au/first-5-forever
• Nature Play Queensland www.natureplayqld.org.au
An early years plan for Queensland 25DoE 34644.33
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